<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study aims to explore the research orientation of the papers published in the <italic>Journal of Teacher Education for Sustainability</italic> (JTES) immediately after the UN Decade of ESD (2015–2018). Through following the guidelines of bibliometric study and literature review, and by grounding on the deductive qualitative and quantitative content analysis, the paper presents the analysis of the main bibliometric indicators and research paradigms in the papers published in JTES. Moreover, the changes in these indicators and paradigms in comparison with those encountered in JTES from 2005 to 2014 were recorded and critically inspected. In general, the study shows the gradual improvement and development of main bibliometric indicators and research paradigms in last four years of JTES. The main recommendations and suggestions provided in the previous study have been implemented and considered in the Journal’s general features and published papers, though, the current exploration indicates also some unrealized potential for improvement. At the end of paper the author states the main conclusions, limitations, suggestions for the further research and prospective development of the Journal, as well as some implications for the potential authors of JTES.</p></abstract>

This study aims to explore the research orientation of the papers published in the Journal of Teacher Education for Sustainability (JTES) immediately after the UN Decade of ESD (2015–2018). Through following the guidelines of bibliometric study and literature review, and by grounding on the deductive qualitative and quantitative content analysis, the paper presents the analysis of the main bibliometric indicators and research paradigms in the papers published in JTES. Moreover, the changes in these indicators and paradigms in comparison with those encountered in JTES from 2005 to 2014 were recorded and critically inspected. In general, the study shows the gradual improvement and development of main bibliometric indicators and research paradigms in last four years of JTES. The main recommendations and suggestions provided in the previous study have been implemented and considered in the Journal’s general features and published papers, though, the current exploration indicates also some unrealized potential for improvement. At the end of paper the author states the main conclusions, limitations, suggestions for the further research and prospective development of the Journal, as well as some implications for the potential authors of JTES.

<italic>Journal of Teacher Education for Sustainability</italic> after the UN Decade of Education for Sustainable Development: Exploring for the Future

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

 after the UN Decade of Education for Sustainable Development: Exploring for the Future

This study aims to explore the research orientation of the papers published in the Journal of Teacher Education for Sustainability (JTES) immediately after the...

Journal of Teacher Education for Sustainability after the UN Decade of Education for Sustainable Development: Exploring for the Future

Publié en ligne: 25 juil. 2019

Pages: 5 - 34

DOI: https://doi.org/10.2478/jtes-2019-0002

Mots clés
bibliometric indicators, ESD, JTES, research paradigm, teacher education

© 2019 Anita Pipere, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Journal of Teacher Education for Sustainability after the UN Decade of Education for Sustainable Development: Exploring for the Future

Publié en ligne: 25 juil. 2019

Pages: 5 - 34

DOI: https://doi.org/10.2478/jtes-2019-0002

Mots clésbibliometric indicators, ESD, JTES, research paradigm, teacher education

© 2019 Anita Pipere, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
bibliometric indicators, ESD, JTES, research paradigm, teacher education